The most significant outcome is the fact that working in learning groups allow all students to grasp the concept of what they are doing.the students that are not as informed have a better chance to understand and the students who have a good understanding have a chance to help the other students better understand, so this a win ,win situation for all. to help the learning groups stay on course the instructor needs to be involved in the discussions and moving around the room to each group and making sure that the activites of the groups are what they are suppose to be about.
I have astudent in class who has this class at another institution and is ahead of the other students. Should I draw her experience into class as another voice to go to. I think that would help to keep her from being bored and I can assess what she knows. She would also be a good resource and helper in class. I don't want the other students to feel she is a favorite, though.
Learning groups inhibit the hans on training students should be receiving. What I have found is one or two students actually do all the work, while the others do nothing. As hard as I try to include everyone in performing lab tasks, there are those that do not participate.
However, learning groups do foster comraderie, and learning to work with others is important. After all, sometime during students; working life they will be required to work with others.
Thanks, Ronald, for your observations. I too have found that student learning groups provide the chance for adult learners to work with different ideas and see other ways of doing things; the residual effect of teamwork is just as important as accomplishing the ask at hand, and so crucial to the workplace.
Jay Hollowell
ED106 Facilitator
I find that even though I guide and work with the students its nice to see students work together Its hard somtimes trying to work with all 30 students one on one so even though I do work one on one at times I make the students work together and that gives them differant ideas and methods on doing things this I find also makes them put more effort on what they need to do in class and the students enjoy working with each other also they learn how to work together as a group no matter who you are .
I found alot that groups tend to do ok. but I have noticed that somtetimes there's one student who will do a majority 0of the work and others will sit back a copy. so I move thos students around to other groups or make them the lead on the project at hand so they have to work with the others in the group.
I feel planning plays a large roll in the success of the project. It is important that the students understand what they are trying to accomplish. Once the groups have been established, have each group answer and discuss a few basic questions about the subject matter. Have the student groups evaluate the other groups results but not their own. They will generally show appreciation for the other group's work.
Hi John, thanks, this is an important observation; I have found too that learners with special challenges tend to be more hands-on oriented and often are of greqat help to other students in that capacity. It sort of enables them to shine.
Jay Hollowell
ED106 Facilitator
Thanks David! I too am a supporter of contests and competitions as learning activities in the classroom. I'm curious, what types of contests, etc. do you use in addition to keeping point totals? Are the points related to specific activities, projects, vocabulary/terminology, etc.?
Jay
ED106 Facilitator
Hi Mike! Outstanding technique! Some students in the group are definitely "support" members, but still need to be active and, as you said, a part of the dynamics and the learning curve.
Jay Hollowell
ED106 Facilitator
I've found that some of our students want to (fall through the cracks) so to speak. By keeping smaller student groups, I can somewhat divert the laziness to assisting in a supporting task for the group as well as keeping them in the learning curve.
by asking questions to each group and keeping score . this keeps them involved to try to have the most points at the end of class
I find that frequent monitoring through whatever assignment I give helps them to see that something is expected of them. I teach in groups for hands on practice. If I don't set a completion time for the sessions,(usually 45 minutes) it decays into a big bull session with little getting accomplished. Usually a leader will step up in the indvidual groups pulling the less interested members along. Everyone is required to participate however. SZome have to be jump started it seems.
I have found that most of the the time the IEP students tend to grasp the hands on labs faster than the "good students"and the helping each other goes both ways.
I like to play games where the students on each team have to volunteer to answer a question. Once the student raises his or her hand, he or she is obligated to answer the question or lose a point and give the other team a chance to answer the question or pass. The team that wins, actually wins something that the other team does not.
Students are not intimidated by other students. If we simply supervise the efforts in our classrooms, the learning becomes more enjoyable to them.
I agree Mark. A little motivation goes a long way.
Hi, Franz, an effective strategy and very realistic to the workplace. I would make sure that the more challenged students in the group have some clear tasks and responsibilities, backed up with instructor praise and motivation, so that they simply don't "go along for the ride."
Thanks again for your discussions and examples!
Jay Hollowell
ED106 Facilitator
I have found that If I place a good learner and learners that need help in the same group that more students can be helped by the smarter students. I have tryed to let them pick there own grops but you end up with a very strong group and a week group that way.
Hi Mark! You must have an excellent rapport with your adult learners - when students know that their instructor cares and appreciates what they bring to the table, motivation and self-esteem are gretaly enhanced. Thanks for your comments!
Jay Hollowell
ED106 Facilitator
